Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educator's use of embedded learning opportunities, (b) children's responses to target embedded learning opportunities, and (c) children's expressive communication. Results suggest positive effects on the teacher's use of embedded learning opportunities, increases in child opportunities to practice communication, and variable effects on child communicative outcomes. Implications for practice and future research are discussed.

An adapted alternating treatments design was used to compare the expressive use of thematic vocabulary by three preschool children with developmental delays during Dialogic Reading, a shared book reading intervention, and Activity-Based Intervention, a naturalistic play-based teaching method. The design was replicated across two early childhood themes. For each theme, five vocabulary words were randomly assigned to Dialogic Reading, Activity-Based Intervention, or a control condition. Intervention was delivered 2 times per day for 5 days across 2 weeks. Results suggest both methods increased children’s use of target vocabulary and were similarly effective for increasing expressive use of thematic vocabulary by preschoolers with disabilities.